Down syndrome, Utrecht Early Numeracy Test, Counting Skills, Short-term Memory
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Many researchers have highlighted the fact that students with Down’s syndrome face great difficulty in counting. Rynders et al11 report that not only the misinformation but also the lack of information about the educational potential of children with Down’s syndrome have led school teachers, psychologists and other school personnel to have low educational expectations of these children. One of the main objectives, set in the context of this study, is to investigate the effect of deficiency of short-term memory in acquisition of enumeration skills and discuss the results in terms of their implications for educational placement and curriculum